Teacher Strategies: Autism
Here are a few tips to help the average classroom teacher benefit students with autism.
Create a classroom routine
Students with autism appreciate routine. Non-autistic students appreciate routine, too, so this is helpful to the class at large. If you are setting up classroom systems geared toward students with autism, chances are all students will benefit.
Try this: establish a pattern which includes a classroom greeting, a special starter activity, then similar transition cues and wrap-ups. Close the activity or day the same way, setting up structure, clear expectations, and routine. If you change the routine, be sure to use plenty of advance-notice verbal cues.
Use preparatory commands and commands of execution to cue transitions
Students with autism often struggle with transitions. Using preparatory commands–commands that cue in on the forthcoming action words–help these transitions. Again, this structure is helpful for all students. Using the preparatory command, “When I say move we will…” followed by command of execution, “move,” sets up clear expectations. “In five minutes we will finish that paper and discuss it.” “Okay, now let’s switch papers and discuss answer two.”
Give fewer choices
Students with autism can get overwhelmed when given list-style selections. Try using just two choices. This helps declutter the landscape and yet still allows students to make a decision.
Find “their thing” but be aware of aversions.
I have had many autistic students. One was a debate master, another a political expert, a computer person and a music lover. If I can find some way to tie my lesson into their area of expertise, it’s going to be a good lesson. However, students with autism often have specific aversions–these can range from environmental, to touch, to texture–it’s important to be aware if these exist. I don’t always take them away completely–noise is one example–but I introduce appropriate aversions in a controlled manner. Introducing these things when appropriate–in a safe environment–helps students prepare for work or college when people don’t always think about these things, and students have to express their needs for themselves.
Use appropriate technology
There is so much helpful technology for students with autism. One study showed that off-the-shelf video games can actually have therapeutic value for children with autism.
Treat them like any other kid as much as possible
Sure, students with autism have specific needs, but so does every kid. Make sure students with autism get the “kid” experience, not the “autistic kid” experience, or the “special needs” treatment. This makes a difference. One day, I was telling jokes in class. My autistic kid laughed–a big laugh. It took me a minute to realize, “Wow… he…laughed!” If you are a parent of a child with autism, you know what that means. That means he understood humor and body language–both very big achievements. I called his mom. These victories are huge–milestones. One parent told me, “He never went to a birthday party before, now he has friends.” That is priceless for a parent and a student.
References: http://www.teachthought.com/teaching/autism-awareness-month-6-strategies-for-teaching-students-with-autism/
Create a classroom routine
Students with autism appreciate routine. Non-autistic students appreciate routine, too, so this is helpful to the class at large. If you are setting up classroom systems geared toward students with autism, chances are all students will benefit.
Try this: establish a pattern which includes a classroom greeting, a special starter activity, then similar transition cues and wrap-ups. Close the activity or day the same way, setting up structure, clear expectations, and routine. If you change the routine, be sure to use plenty of advance-notice verbal cues.
Use preparatory commands and commands of execution to cue transitions
Students with autism often struggle with transitions. Using preparatory commands–commands that cue in on the forthcoming action words–help these transitions. Again, this structure is helpful for all students. Using the preparatory command, “When I say move we will…” followed by command of execution, “move,” sets up clear expectations. “In five minutes we will finish that paper and discuss it.” “Okay, now let’s switch papers and discuss answer two.”
Give fewer choices
Students with autism can get overwhelmed when given list-style selections. Try using just two choices. This helps declutter the landscape and yet still allows students to make a decision.
Find “their thing” but be aware of aversions.
I have had many autistic students. One was a debate master, another a political expert, a computer person and a music lover. If I can find some way to tie my lesson into their area of expertise, it’s going to be a good lesson. However, students with autism often have specific aversions–these can range from environmental, to touch, to texture–it’s important to be aware if these exist. I don’t always take them away completely–noise is one example–but I introduce appropriate aversions in a controlled manner. Introducing these things when appropriate–in a safe environment–helps students prepare for work or college when people don’t always think about these things, and students have to express their needs for themselves.
Use appropriate technology
There is so much helpful technology for students with autism. One study showed that off-the-shelf video games can actually have therapeutic value for children with autism.
Treat them like any other kid as much as possible
Sure, students with autism have specific needs, but so does every kid. Make sure students with autism get the “kid” experience, not the “autistic kid” experience, or the “special needs” treatment. This makes a difference. One day, I was telling jokes in class. My autistic kid laughed–a big laugh. It took me a minute to realize, “Wow… he…laughed!” If you are a parent of a child with autism, you know what that means. That means he understood humor and body language–both very big achievements. I called his mom. These victories are huge–milestones. One parent told me, “He never went to a birthday party before, now he has friends.” That is priceless for a parent and a student.
References: http://www.teachthought.com/teaching/autism-awareness-month-6-strategies-for-teaching-students-with-autism/